STEM Choices - Digital Education Resource Archive (DERA)

109 Pages·2009·1.12 MB·English

STEM Choices
A Resource Pack for Careers Education and
Information, Advice and Guidance Practitioners
Science
Technology
e r i n g
e
n
g i
n
E
Math
s
Acknowledgements
This resource arises from the STEM Choice and Careers project undertaken by the Centre
for Science Education at Sheffield Hallam University and VT Enterprise, on behalf of the
Department for Children, Schools and Families (DCSF). The project team (Anthony Barnes,
Jill Collins, Ken Mannion, Alan Moore, Pat Morton, Claire Nix and Mark Windale) would like to
thank the many stakeholders and partners who have offered suggestions and resources to
support its development. These include:-
Nicola Hannam - The Science Council
Mike Hill – Independent Consultant
Robin Mellors-Bourne – CRAC
Anu Ojha – The National Space Centre
Peter Stagg – Centre for Education and Industry, Warwick
Catherine Teague - The Engineering and Technology Board
We welcome further feedback to inform the updates and supplements to this pack.
Please email us on [email protected]
A Department for Children, Schools and Families initiative to promote subject choice and careers in Science, Technology, Engineering and
Maths (STEM) delivered by the Centre for Science Education at Sheffield Hallam University and VT Enterprise
Crown Copyright 2009
Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the
source is acknowledged. For any other use please contact [email protected]
© Crown Copyright 2009
CONTENTS
1. Introduction
1
The importance of STEM and the contribution of careers education and IAG
2. C EIAG Professionals’ Guide
2
• Current and Future Trends
• The International Perspective
3. Learning Routes and Pathways
3

Keeping future options open by choosing a STEM learning route
4. E quality and Diversity
4
Promoting STEM learning routes and careers in a postive way to encourage under
represented groups to see the benefits of STEM options
5. W here’s the Money?
5
Illustrating the earning potential of STEM careers
6. M aking Presentations
6
Using key facts to show the impact of STEM in dealing with today’s challenges;
group work ideas
7. Industry Focus
7
Spotlight on key STEM industries, including case studies
8. O rganising STEM Events
8
Stimulating activities, with links to organisations who deliver inspiring projects
9. W here To Find More Information
9
Sources of references and websites, including Sector Skills Councils, and finding out
about your local area
10. STEM Supply and Demand Research
10
A review of supply and demand issues relating to STEM subject choice, and research
into the STEM labour market
© Crown Copyright 2009
STEM Choices
1
1
Introduction
The importance of STEM and the contribution
of careers education and IAG
© Crown Copyright 2009
STEM Choices 1. Introduction
1.1
ThefutureprosperityoftheUKis,toalargeextent,
dependentonyoungpeoplechoosingSTEM-related
subjects.Science,technology,engineeringandmaths
(STEM)subjectsarevitaltothecountry’seconomicand
socialdevelopment.TheroleofSTEMskillsistohelp
improvethequalityofpeople’severydaylivesandfind
solutionstoglobalchallenges,suchassustainable
economicdevelopment.
Recent research highlights the shortfall in the number of people choosing to study STEM
subjects, as well as the need to double the supply of skilled workers in STEM-related jobs in the
next seven to ten years.
By 2014, it is expected that the UK will need to fill around three-quarters of a million extra jobs
requiring highly numerate, analytical people with STEM skills. Yet currently, six out of ten (59%)
firms employing STEM-skilled staff say they are having difficulty recruiting. The low take-up
of STEM subjects at university is a large part of the problem and there has been a 15% fall in
engineering and technology graduates (23,300 to 19,700) over the past decade.1
Young people build up their knowledge and understanding of science and maths on a gradual
basis. Once dropped, maths and physical science subjects are much harder to return to later.
Young people can cut themselves off from a whole range of careers by not continuing their
STEM education.
1.CBI/Edexcel Education
To tackle the decline we need to engage the interest and enthusiasm of and Skills Survey 2008
2.The Government and
young people, and demonstrate the relevance of STEM knowledge and skills
Cogent Sector Skills
to everyday life. Council is making £50m
available for employers
in the national skills
We also need to promote excitement about the UK’s world-class science council’s vital science-
base in sectors including pharmaceuticals, aerospace, telecommunications, using sector. The ring-
fenced fund is aimed at
mobile phone technology, oil and gas exploration, along with the increasing
both the training of new
demand for scientists, engineers and technicians. entrants and apprentices
and qualifying
existing workers in the
As we face global recession, tutors, teachers and advisers will be cautious chemicals, polymers
about promoting messages about growing demand, only for young people’s and pharmaceuticals
sector. The offer is
hopes to be blighted when companies shed staff. There is strong evidence of
directed at the specific
continuing investment2 in current and future STEM skills suggesting that the skills needs of the
sector and a range of
demand for new entrants will hold up. Future updates to this resource will analyse this trend in
technical qualifications
more detail. which embed skills for
competitiveness within
companies.
© Crown Copyright 2009
STEM Choices 1. Introduction
1.2
We are all living in a world struggling to deal with issues of climate change and a rising
population, with associated demands on water supply, food production and energy.
This challenging background means that young people can both build strong futures and
make a difference by choosing STEM subjects and careers.
Relevant National Initiatives
An unprecedented range of new and continuing initiatives by the Government, professional
bodies, education-business partnerships and employers are seeking to transform the
teaching of STEM subjects, promote choice of STEM courses and careers and improve public
understanding of science.
Jim Knight, Minister of State for Schools and Learners, explains the Department for Children,
Schools and Families’ (DCSF) campaign to promote STEM subjects and careers:
The UK is standing at a crossroads. We’re a world leader in research and development, in areas
including clean technology, biotechnology and pharmaceuticals. The future prosperity of this
country is dependent on a ready supply of skilled scientists to ensure we capitalise fully on
the strength of our research and development heritage…at the moment, we simply don’t have
enough young people choosing science-related subjects.
Central to the campaign is the need to challenge young people’s perceptions by showing
them that studying science and maths subjects can set them on a path to a challenging and
rewarding career. The growing demand for new technology to help fight climate change is
just one reason behind the many different opportunities for an exciting and rewarding career.
The UK is in prime position to capitalise on its research and development credentials – the
challenge for us now is to help get young people excited about where science and maths could
take them – and to provide them with the resources and support to fulfil their potential once
on this path.
The introduction of the new Secondary Curriculum from September 2008
provides valuable support to exploring career learning and STEM. A programme
of study for economic wellbeing and financial capability (as part of personal,
social, health and economic (PSHE) education) encourages schools to help
students to:
• expand their horizons for action by challenging stereotyping, discrimination and other
cultural and social barriers to choice
• aim high
• build a positive and realistic view of needs and capabilities so that they can make effective
learning plans, decisions and transitions
• be aware of changing career opportunities and develop the knowledge and skills to make
informed decisions about learning programmes.
© Crown Copyright 2009
STEM Choices 1. Introduction
1.3
Guidance from the Qualifications and Curriculum Authority on PSHE curriculum
provision asks schools to offer:
• specific lessons as part of PSHE
• explicit, planned content in other curriculum subjects
• whole school and extended timetable activities
• specific projects and experiences.
For the first time there is also explicit reference to the real-life application of each of the
subjects, with real scope for a strong partnership between STEM subject teachers and those
responsible for PSHE education and wider personal and career development. The importance
statements for key STEM subjects highlights their work-related elements, for example:
Maths - important for all members of a modern society … for its use in the workplace,
business and finance ... tools for understanding economics …essential for participation in the
knowledge economy
• applications and implications of maths
• work on problems and in contexts beyond the school (e.g. financial).
Science - discover how scientific ideas contribute to technological change - affecting
industry, business ...
• applications and implications of science
• experience science in the workplace, where possible.
Design and technology - skills and understanding of economic, industrial and
environmental issues…evaluate present and past D&T, and its uses and effects
ICT - understanding to apply skills purposefully in learning, everyday life and employment…
economic implications of its use.
The Department for Innovation, Universities and Skills (DIUS) is actively involved in addressing
skills shortages, science in society initiatives and the role and contribution of higher education
to the STEM agenda. DIUS recently announced The Science So What? So Everything
campaign which includes video clips, case studies and information to improve the public
perception of science. (see http://sciencesowhat.direct.gov.uk)
The Government is supporting a network of National Skills Academies delivering the skills
required by each sector of the economy. Skills Academies in the STEM arena include
Construction, Food and Drink Manufacturing, Nuclear, Process Industries, Materials Production
and Supply, Power and Information Technology.
The Department for Business, Enterprise & Regulatory Reform (BERR) has also recently
published Manufacturing: New challenges, New Opportunities which announced the launch of
a Manufacturing the Future campaign to change public perception of manufacturing and to
ensure young people are aware of the exciting career opportunities available.
© Crown Copyright 2009
STEM Choices 1. Introduction
1.4
Action Programme Eight –
Raising Awareness of STEM Careers
The Careers Awareness Programme is one of eleven Action Programmes that make up the
National STEM agenda under the Director John Holman (See The STEM Framework, July 2008
http://www.stemdirectories.org.uk/docs/STEM_Framework.pdf)
STEM Framework: National Strategy

Action 1 2 3 4 5 6 7 8 9 10 11
Programmes

AP8
Objective: All young people to be made aware of STEM career opportunities
and well prepared to develop skills needed to pursue them

Science & Maths
Careers
Campaign Careers
Future Morph Awareness
integrated- Resources Timeline
communications

Co-ordinated
Stakeholder activity
The programme, co-ordinated by the Centre for Science Education at Sheffield
Hallam University in partnership with VT Enterprise, seeks to tackle a number of
key issues:
• Arrest the declining numbers of young people studying STEM subjects
• Improve awareness of STEM careers
• Tackle the skills gap
• Assure a more representative take-up of STEM subjects and careers in terms of
age, gender, ethnicity
• Provide continuing professional development for STEM staff
• Promote activities and careers advice that bring real world contexts and applications of STEM
into the classroom
• Ensure that the STEM education support infrastructure is better co-ordinated.
© Crown Copyright 2009
STEM Choices 1. Introduction
1.5
Kate Bellingham
The National STEM Careers Co-ordinator
Kate Bellingham as National STEM Careers Co-ordinator
is at the centre of the programme.
I’m delighted to have taken on the role of National STEM Careers
Co-ordinator. I’ve been involved in the promotion of STEM for
many years, and I know we currently have a unique window of
opportunity to make a real difference to our young people in the area of STEM careers. The
changes in secondary curriculum, new quality standards in information, advice and guidance,
improved structure in enhancement and enrichment activities and support through the STEM
Framework all provide an ideal foundation for significant change. As well as the co-ordinating
role, providing a conduit for ideas and collaboration, I would like to be a ‘champion’ for STEM
careers. Expect to see and hear me out and about promoting and supporting the campaign.
The four key strands of the programme are:
• a communications campaign to engage young people, their parents, the workforce and
relevant stakeholders to improve the take-up of science and maths subjects post-16
• the Futuremorph website for young people aged 11-18 to help engage them in studying
science and maths by demonstrating the huge range of career opportunities available by
pursuing these subjects
• careers awareness resources for schools, teachers and careers education and IAG
professionals to complement the public facing elements
• a Careers Awareness Timeline Pilot designed to establish a more coherent structure for young
people to learn about careers relating to science and maths.
© Crown Copyright 2009
STEM Choices 1. Introduction
1.6
The chart below outlines the main strands of development for the careers awareness
resources. The enablers and resources are products that will help to deliver the strands of
development through the programme’s continuing professional development activities.
Enablers & resources Strands of development
Level 4
IAG
feuxtupwreeeortmicerkoncrpTTeeehaacchheerrss rmTTeuVVspEeso WanePPuct rrrooBookcfrggesrrsaammmmee 55uc--ruesm88ersro oiocudfur ercluolesmlse CCCPPPDDD321 LLLeeevvveeelll 321 Teaching and learning Teacher awareness of STEM careers Enhancement and enrichment Equality and diversity Communication about STEM careers Leadership and management Partnerships Pupil skills and personal capabilities
This pack for careers education (CE) and information, advice and guidance (IAG) practitioners
is central to engaging tutors, subject teachers, personal and careers advisers in the business
of STEM careers awareness. It will be updated and supplemented throughout the three
years of the project to help boost the confidence and readiness of front-line staff to engage
with young people and their parents about STEM choices, and to give well-informed and
up-to-date information on the current demand and likely future trends in relation to STEM
opportunities.
The pack seeks to help CE/IAG practitioners to broaden young people’s
perspectives and to challenge stereotyped images of sectors and occupations.
It demonstrates the relevance of STEM to everyday life, and captures the
excitement and creativity involved in developments such as:
• mobile phone technology
• satellite navigation systems
• digital technology
• nanotechnology
• fuel cell technology
• space technology
• bioinformatics
© Crown Copyright 2009